Grant Assistance Report

Project Number: 40023 October 2006

Proposed Grant Assistance Socialist Republic of Viet Nam: Expansion of Learning Opportunities for Ethnic Minority Youth (Financed by the Japan Fund for Poverty Reduction)

CURRENCY EQUIVALENTS (as of 20 October 2006)

Currency Unit - dong (D)

D1.00 = $ 0.00006225 $1.00 = D16,065

ABBREVIATIONS ADB – Asian Development Bank CSP – country strategy and program EM – ethnic minority GIU – grant implementation unit JFPR – Japan Fund for Poverty Reduction JICA – Japan International Cooperation Agency M&E – monitoring and evaluation MOET – Ministry of Education and Training PIU – project implementation unit SEMDR – Secondary Education for the Most Disadvantaged Regions project SESMP – Secondary Education Sector Master Plan TA – technical assistance TTC – teacher training college TTP – Teacher Training Project UNESCO – United Nations Educational, Scientific, and Cultural Organization UNICEF – United Nations Children’s Fund USEDP – Upper Secondary Education Development Project

NOTES

(i) The fiscal year of the Government of Viet Nam ends on 31 December.

(ii) In this report, “$” refers to US dollars.

Vice President C. Lawrence Greenwood, Jr., Operations Group 2 Director General R. Nag, Southeast Asia Department (SERD) Director S. Lateef, Social Sectors Division, SERD

Team leader E. Izawa, Education Specialist, SERD

Gulf of Thailand

S O U T H C H I N AS E A

Gulf of Tonkin

Hai Phong

HANOI

Son LaDien Bien

Lai Chau

Lao Cai

Ha GiangCao Bang

Bac Kan

Lang Son

Yen Bai

Tuyen Quang

Thai Nguyen

Thai Binh

Ninh Binh

Thanh Hoa

Hoa Binh

Bac Giang

Ha Long

Vinh

Ha Tinh

Dong Hoi

Dong Ha

Hue

Da Nang

Quang Ngai

Hoi An

Pleiku

Kon Tum

Quy Nhon

Tuy Hoa

Buon MaThuot

Dak Nong

Da Lat

Phan Thiet

Phan Rang-Thap Cham

Bien Hoa

Ho Chi Minh City

Vung TauMy Tho

Rach Gia

Long Xuyen

Can Tho

Vinh Long

Hau Giang

Soc Trang

Tra Vinh

Ben Tre

Bac LieuCa Mau

Tan An

Thu Dau Mot

Tay Ninh

HaiDuong

Nha Trang

BinhLong

Phu ThoVinh Phuc

Lai ChauDien BienSon LaLao CaiPhu ThoTuyen QuangHa GiangYen BaiCao BangBac KanThai NguyenVinh PhucHa NoiBac NinhHung YenLang SonQuang NinhBac GiangHai DuongHa TayHai PhongThai BinhHoa BinhHa NamNinh BinhNam DinhThanh HoaNghe AnHa TinhQuang BinhQuang TriThua Thien HueDa NangQuang NamQuang NgaiKon TumGia LaiBinh DinhPhu YenDak LakDak NongKhanh HoaLam DongNinh ThuanBinh PhuocTay NinhBinh DuongDong NaiBinh ThuanBa Ria - Vung TauHo Chi MinhLong AnTien GiangDong ThapAn GiangKien GiangHau GiangCan ThoVinh LongBen TreTra VinhSoc TrangBac LieuCa Mau

1.2.3.4.5.6.7.8.9.

10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.39.40.41.42.43.44.45.46.47.48.49.50.51.52.53.54.55.56.57.58.59.60.61.62.63.64.

PROVINCES

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4

5

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8

9

10

11

1213

14

15

16

1718

19

20 21

2223 24

25 26

27

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3233

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4142

4344

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535455

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5859

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LAO PEOPLE'SDEMOCRATIC REPUBLIC

CAMBODIA

PEOPLE'S REPUBLICOF CHINA

National Capital

City/Town

River

Provincial Boundary

International Boundary

Boundaries are not necessarily authoritative.

Ethnic Minority Provinces withDormitory Facilities Development

Disadvantaged Provinces withNew Transitional Program

EXPANSION OFLEARNING OPPORTUNITIES FOR

ETHNIC MINORITY YOUTH PROJECT

VIET NAM

100

Kilometers

50 2000

N

06-3849 HR

iii

103 00’Eo

103 00’Eo

108 00’Eo

108 00’Eo

12 00’No 12 00’No

20 00’No20 00’No

1

JAPAN FUND FOR POVERTY REDUCTION (JFPR)

I. Basic Data Name of Proposed Activity Expansion of Learning Opportunities for Ethnic Minority Youth

Country Viet Nam

Grant Amount Requested $1,500,000

Project Duration 4 years

Regional Grant Yes / No

Grant Type Project / Capacity building II. Grant Development Objectives and Expected Key Performance Indicators Grant Development Objectives (GDO): The goal of the proposed grant project (the Project) is to contribute to the equitable and sustainable development of ethnic minority (EM) groups by equipping EM youth with post-basic education qualifications and community leadership skills. The Project aims to (i) reduce socioeconomic barriers for EM youth accessing and completing upper secondary schooling and teacher training; and (ii) enhance their readiness for teacher training colleges (TTCs) and teaching opportunities in their provinces. Specific objectives of the Project are to (i) improve EM students’ access to and completion of upper secondary schooling; (ii) provide a better learning environment; (iii) supply qualified and responsive EM teachers to meet local needs; (iv) strengthen capacity of TTCs to develop relevant and tailor-made training programs for EM teachers; and (v) raise awareness among EM youth and encourage them to take an active role in community-driven development initiatives through the EM youth leadership orientation program. Expected Key Performance Indicators: The grant implementation unit (GIU) within the Executing Agency will regularly monitor the Project performance and produce quarterly progress reports. Performance monitoring will ensure full participation of project beneficiaries. The performance and outputs of the Project will be evaluated with the following indicators: (i) 824 EM students will be newly absorbed in the project dormitories; (ii) more than 90% of EM students who live in the project dormitories will successfully complete upper secondary schooling; (iii) average academic performance of EM students in the project dormitories will be improved; (iv) 220 EM students will benefit from the new transitional program and enter TTCs; and (v) 90% of the scholarship students will become school teachers after graduation from TTCs.

III. Grant Categories of Expenditure, Amounts, and Percentage of Expenditures

Category Amount of Grant Allocated in $

Percentage of Expenditures

Civil Works 524,000 34.9 Dormitory Furniture and Equipment 188,000 12.5

Scholarship Operations and Youth Leadership Orientation Program

423,000 28.2

Consulting Services 191,000 12.7 Project Management, Monitoring and Evaluation (M&E), and Audit

74,000 5.0

Contingency 100,000 6.7

TOTAL 1,500,000 100.0

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JAPAN FUND FOR POVERTY REDUCTION JFPR Grant Proposal

Background Information A. Other Data Date of Submission of Application 1 September 2006 Project Officer Eiko Izawa, Education Specialist Project Officer’s Division, E-mail, Phone

Social Sectors Division, Southeast Asia Department (SESS/SERD), eizawa@adb.org, ex. 6158 (6869 local)

Other Staff Who Will Need Access to Edit/Review the Report

Arlene G. de Guzman-Bacasmas, Administrative Assistant

Sector Education Subsector Secondary Education Theme Inclusive Social Development Subtheme Gender and Development Targeting Classification Targeted Intervention Was JFPR Seed Money used to prepare this grant proposal? Yes [ X ] No [ ]

Have SRC comments been reflected in the proposal? Yes [ X ] No [ ]

Name of Associated ADB Financed Operation(s)

Loan 1979-VIE: Upper Secondary Education Development Project (USEDP) Loan 1718-VIE: Teacher Training Project (TTP)

Executing Agency Ministry of Education and Training (MOET) Grant Implementing Agency

National Project Implementation Unit (NPIU) Loan 1979-USEDP Dr. Tran Nhu Tinh, NPIU manager 32 Hai Ba Trung Street, Hoan Kiem District, Hanoi Email: duanthpt@hn.vnn.vn Phone: (+84-4) 824-3855 Facsimile: (+84-4) 825-1527

B. Details of the Proposed Grant 1. Description of the Components, Monitorable Deliverables/Outcomes, and

Implementation Timetable Component A Component Name Enhancing Equitable Access and Internal Efficiency

of EM Upper Secondary Schooling Cost ($) 722,000

(524,000 for civil works, 188,000 for dormitory furniture and equipment, and 10,000 for other outputs, excluding contingencies)

Component Description • Construct 103 dormitory rooms to absorb 824 EM students.

• Provide sanitation facilities, furniture, and basic equipment to three EM upper secondary boarding schools in Lai Chau, Dak Nong, and Ha Giang provinces.

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• Improve access to upper secondary education for EM students living in remote areas by providing affordable accommodation.

• Provide a learning environment where EM boarding students can study or participate in extracurricular activities after school rather than housekeeping or taking care of siblings.

Monitorable Deliverables/Outputs • Increased number of boarding students, particularly female students

• Improved completion rate of beneficiary students in target schools

• Increased number of lower secondary graduates who apply to the target EM upper secondary boarding schools

• Improved average academic performance of boarding students compared to non-boarding students

Implementation of Major Activities: Number of months for grant activities

36 months

Component B Component Name Pilot Localized Scholarship Program and Youth

Leadership Orientation Cost ($) 423,000

(scholarship operations and youth leadership orientation program, excluding contingencies)

Component Description • Develop and pilot a localized scholarship program covering 220 EM students in 22 participating teacher training colleges (TTCs) in the EM provinces. The scholarship will allocate $450 ($300 to individual students and $150 to TTCs) for each student for a period of 3 years. The pilot new transitional program is an extension of the “Transitional Program” under Loan 1718-VIE: TTP. However, the new program will add curricula that meet the local needs of EM provinces including instruction in EM languages.

• Develop and pilot an EM youth leadership orientation program, as a part of the pilot new transitional program, to encourage EM youth to take an active role in community-driven development initiatives in their respective communities.

• Establish a selection committee that will identify beneficiaries of the pilot new transitional program.

• Identify beneficiaries among EM upper secondary students who want to become teachers and who meet the agreed selection criteria. The selection committee will conduct interviews and carry out an initial poverty survey of the target EM youth.

• Conduct a tracer study for the beneficiary students of

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the pilot transitional program, assess its impact, and make recommendations for future scholarship policies.

• Establish new role models among EM youth who successfully complete secondary education and secure jobs as teachers in their own communities through the new transitional program.

• Mitigate the shortage of qualified EM teachers by training EM students and encouraging them to become teachers in their communities.

• Improve the internal efficiency of TTCs by preventing dropouts caused by the financial incapacity of EM families.

• Strengthen TTCs’ capacity to develop instructional materials and teaching methods that meet local demands.

Monitorable Deliverables/Outputs • 220 EM students are beneficiaries of the pilot transitional program

• 90% of the beneficiaries who complete the program become teachers

• At least 50% of the beneficiaries are female students • Reduced dropout rate of the scholarship students: less

than 10% of all students • Enhanced community leadership and knowledge of

EM upper secondary students to be monitored by interview survey for selected beneficiaries of the pilot program

• Improved relevance of curriculum and teaching method for pre-service teacher training

• Improved average qualification of new EM teachers Implementation of Major Activities: Number of months for grant activities

36 months (school years 2007/2008–2009/2010)

Component C Component Name Project Management, Monitoring and Evaluation, and

Audit Cost ($) 255,000

(191,000 for consulting services, 64,000 for project management, M&E, and audit, excluding contingencies)

Component Description • Provide the following international and national consulting services: (i) grant coordinator (international, 4.5 person-months), (ii) education facility specialist (national, 18.5 person-months), and (iii) scholarship and youth leadership orientation specialist (national, 12 person-months).

• Monitor and evaluate the progress and outputs of the

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Project regularly. • Conduct annual audit of the grant activities for 4 years.• Undertake a comprehensive evaluation and poverty

assessment for the beneficiaries. Monitorable Deliverables/Outputs • Timely submission of reports and plans

• Timely implementation of the project activities • Evaluation of appropriateness of the target selection • Evaluation of consultant performance • Project financial/implementation performance • Quality evaluation of the Transitional Program

Implementation of Major Activities: Number of months for grant activities

36 months

2. Financing Plan for Proposed Grant to be Supported by JFPR

Funding Source Amount ($) JFPR 1,500,000

Government 250,000 (including GIU staff remuneration and travel)

Beneficiary Provinces 250,000 (including land and maintenance costs for civil works)

Total 2,000,000 3. Background The Government of Viet Nam (the Government) has promoted equitable education development as a key strategy for poverty reduction and sustainable high economic growth. After achieving nearly universalized primary education, the Government’s principal policy target in education is universalization of quality secondary education by 2015. The general coverage of secondary schooling has significantly expanded. However, differentiation in access to and quality of schooling by gender, ethnicity, regions, and household income remains as a major challenge. EM youth remain disadvantaged in education, particularly secondary education. From 1993 to 2002, the net enrolment rate at the upper secondary schools increased slightly from 2.1% to 19.3% for EM youth (Table 1) compared with 7.9% to 45.2% for the Kinh (majority ethnicity in Viet Nam). In addition to low enrolment rates, ethnic minorities tend to repeat grades or drop out of school more often than other students. Repetition and dropout rates remain considerably high for EM students in lower secondary education, and even higher in upper secondary education (Table 2). An average of 76.3% of students in Viet Nam completed lower secondary education in school year 2004/2005. Regional data show that the average completion rate for lower secondary education was (i) 57.8% for the Mekong River delta, (ii) 73.5% for the Central Highland, (iii) 74.9% for the northwest region, and (iv) 63.9% for EM students.

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Table 1: Net Enrolment Rate in Upper Secondary Education by Ethnic Group in 1993, 1998, and 2002

(%)

Group 1993 1998 2002 Kinh 7.9 31.9 45.2 Ethnic Minorities 2.1 8.1 19.3

Source: Ministry of Education and Training.

Table 2: Repetition and Dropout Rates at Lower Secondary Education Level in 2005 (%)

Group Measure Grade 6 Grade 7 Grade 8 Grade 9 Total

Repetition 1.67 0.98 0.88 0.16 0.9 All students Dropout 6.50 6.58 6.69 6.06 6.5

Repetition 1.95 0.86 0.59 0.12 0.9 EM students

Dropout 11.31 10.49 11.07 9.06 10.6 EM = ethnic minority. Source: Ministry of Education and Training. Education participation varies between ethnic minority groups and geographical areas. The Government has identified 18 small ethnic minority groups whose total population is less than 15,000, shown in Appendix 1, as the most needy targets of assistance. These groups largely inhabit the Central Highland and Northern Mountainous Region, where income per capita is significantly lower than the national average. Poor areas often coincide with a concentration of ethnic minorities. The Ministry of Education and Training (MOET) has long recognized the need to address the specific educational disadvantages faced by members of EM groups. Numerous decrees and decisions have been issued and ratified promoting equitable service delivery to EM groups. The secondary education sector master plan (SESMP) 2006–2010, recently developed under ADB-funded TA 4603-VIE: Strategic Secondary Education Planning and Cooperation,1 has set out the result-based policy goals for better service delivery to EM students and students with special needs. SESMP has also conducted an intensive survey on education participation of EM students to explore more effective targeted assistance. The study outlines the following issues: (i) educational attainment is a significant factor lifting households from poverty; (ii) the gaps in access and quality are larger for secondary education than primary education; (iii) the lower enrolment rates of ethnic minorities are strongly correlated with remoteness, family income, and sociocultural features; (iv) policy on exemption for various education fees and charges for poor households has reached only 1 in 7 among the needy families; (v) EM students enrolled at boarding schools represent less than 5% of the total EM student population; and (vi) direct education costs and the opportunity costs of the loss of child labor from household production are often too high. SESMP has developed the Action Plan for Targeted Assistance to the Disadvantaged Groups.2 Under the Plan, the Government and donor partners have agreed to take the following actions: (i) create the conditions for EM students to both learn and master Vietnamese as well as their own languages; (ii) provide flexible bridging programs that can enable additional

1 ADB. 2005. Technical Assistance to the Socialist Republic of Viet Nam for Strategic Secondary Education Planning

and Cooperation. Manila. 2 ADB. 2006. Secondary Education Sector Master Plan 2006–2010 Appendix 4 Action Plan for Targeted Assistance

to the Disadvantaged Groups. Manila.

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opportunities in secondary and higher education in rural, mountainous, and remote areas; (iii) build up boarding schools and EM teaching staff; (iv) prioritize training for EM teachers and teachers with knowledge of EM languages for schools in EM areas; and (v) provide incentives and support to girls and students in remote areas. The Government has expressed its commitment to intensive school construction in EM areas, improvement of professional and vocational education at secondary education level, and establishment of a legislative framework to promote EM student enrolment including exemption of the entrance examination and adoption of quota system for schools in EM areas. ADB and donor partners active in EM education established the Donor Advisory Group in 2005 and developed the Donor Coordination Matrix to address other challenges. ADB has provided targeted assistance including (i) small-scale scholarships (“EM Transitional Program from upper secondary school to teacher training colleges” under Loan 1718-VIE: Teacher Training Project [TTP])3; and (ii) vocational counseling (“career guidance for ethnic minority girls” under Loan 1979-VIE: Upper Secondary Education Development Project [USEDP]).4 The assistance has proven to be generally successful. However, a comprehensive performance review of ongoing projects under SESMP has shown that current initiatives need to be scaled up. It is also noted that the Transitional Program developed by MOET has not fully addressed the different needs of different EM groups and different geographical areas. The proposed JFPR Project aims to address three major constraints in EM education participation: (i) remoteness though provision of boarding facilities; (ii) financial difficulty of low- income families through development of the new scholarship scheme for EM students to TTCs; and (iii) sociocultural factors of EM including lack of role models and appreciation of secondary schooling through EM youth leadership orientation program. Target Identification and Geographical Focus. The major scope of the project and the targets of components are as follows:

Component A. Support will be provided to three EM upper secondary boarding schools in the most disadvantaged provinces—Lai Chau, Dak Nong, and Ha Giang. The EM upper secondary boarding schools in Lai Chau and Dak Nong, two newly formed provinces, do not have dormitories. Ha Giang EM upper secondary boarding school has a dormitory, but it is too small to absorb the rapidly increasing number of students, particularly female students commuting from remote areas. EM upper secondary boarding schools are residential schools that have a responsibility for providing dormitory facilities for all their students. Expansion of the dormitories will directly enhance access to upper secondary education for EM students who have dropped out because of limited dormitory capacity in their provinces. The base data on the target provinces is in Table 3. In Lai Chau and Dak Nong provinces, two new dormitory buildings will be constructed. In Ha Giang province, an extension will be added to an existing dormitory. These new and renovated dormitories will be constructed within the existing premises of the schools. Land acquisition is not required. In Viet Nam, all upper secondary school sites belong to the Provincial People's Committees (PPCs). The fact-finding mission has confirmed with the Ministry of Education and Training that (i) vacant space for construction of the new dormitories is available within the school premises; and (ii) PPCs have agreed with the land usage. Therefore, no involuntary resettlement is foreseen. 3 ADB. 1999. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the

Socialist Republic of Viet Nam for the Teacher Training Project. Manila. 4 ADB. 2002. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the

Socialist Republic of Viet Nam for the Upper Secondary Education Development Project. Manila.

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Dormitories will be built in line with the standardized design developed by MOET to satisfy all the Government’s requirements for state education facilities. Each school will be responsible for dormitory security. One unit (room) will be able to accommodate eight students. Basic furniture and equipment including beds, linens, and ceiling fans will be provided for each room. The impact of Component A will be evaluated by extended capacity of dormitory facilities and improved internal efficiency indicated by completion rate and/or dropout rates of the beneficiary students.

Table 3: Target Province Profile

Item USE Enrolment Rate in 2005/06

(%)

USE Enrolments 2005/06

GDP Per

Capita ($)

% of EM Population

Main Ethnic Minority Groups

Country 55.2 5,492,297 612 13.0 54 EM groups Lai Chau 24.5 17,999 129 80.9 Thai, Hmong, Dau, Kho Mu Dak Nong 52.2 27,467 — — Ede, Jorai, Xo Dang Ha Giang 34.0 48,595 115 89.9 Hmong, Tay, Dao

— = not available; EM = ethnic minority; GDP = gross domestic product; USE = upper secondary education. Source: Ministry of Education and Training. Component B. Loan 1718-TTP has been helping TTCs in disadvantaged provinces increase the number of EM students through the development and implementation of the Transitional Program. The Program consists of academic support for new EM entrants and a scholarship to cover the costs of textbooks, food, and other expenses. Twenty-two TTCs in EM provinces (nine provinces from Northern Mountain region, eight provinces from Central Highland, and five provinces from Mekong River delta) have been participating in the Transitional Program. All participating TTCs have provided the same one-year standardized program to EM students, regardless of their ethnicity or location of the TTCs. The unit cost of the program is $250 per student per year: $150 provided to the student to cover food and textbook costs, and $100 paid to the participating TTC to cover administration costs. The beneficiaries have been carefully selected. MOET and TTP have developed the selection criteria authorized by the interministerial circular No. 04/2001/TTLT-BGD&DT, issued by the Department of Human Resource, Office of the Government and Ethnic Minority Committee, and MOET on Enrolment of EM students in the Transitional Program to post-secondary institutions. Selection criteria include household income, gender, commuting distance, age limitation, academic performance, and other poverty indicators of EM families. The selection committees are composed of the People’s Committee members, provincial departments of education and training (DOETs), the EM department of the provincial governments, and other provincial offices of the steering committee ministries. The committees are responsible for transparent and appropriate target identification. More than 2,000 students have entered this Program and about 90% of scholarship students have successfully completed their first year at the TTCs. Appendix 2 summarizes the quantitative achievement of the Program. The performance review of past and ongoing ADB projects under the Action Plan for Targeted Assistance to the Disadvantaged Groups has assessed the Program to be successful. However, the tracer study of the Program indicated that there have been some dropouts from TTCs because (i) $250 per year is insufficient and does not fully mitigate the burden of direct education cost for poor EM families, and (ii) EM students do not receive continued support after successfully completing the first year. The teachers’ certificate

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course provided by TTCs is a three-year program. Therefore, one year of assistance is insufficient to prevent students from dropping out in the second and third years because of financial constraints. The tracer study also indicated the need for a new localized transitional program since the current standardized program does not fully meet the needs and challenges confronted by different EM groups in their respective schools and communities. For example, after completing their course, EM students are expected to improve the quality of primary and lower secondary education in EM areas where there is limited instructional materials in local languages and where parental support may not be available. Furthermore, these EM teachers are likely to be considered as role models and future community leaders to contribute to self-reliant development of their groups. The proposed JFPR Project will develop a pilot new transitional program based on experience and lessons from the ongoing Transitional Program, which will be completed within 2006. The design of the new pilot program has taken into account lessons from and weaknesses of the existing Program. The unit cost and period of assistance of the new transitional program will be expanded. Individual student allowances will be increased from $250 to $450 per student per year ($300 for student, $150 for TTCs), and the length of the scholarship will be extended from 1 year to 3 years to cover the beneficiary students’ entire learning period in TTCs. In total, 220 students (10 EM students in each of the 22 TTCs) will be selected as beneficiaries and they will be supported for 3 years to complete the full program in the TTCs. Selection procedures and committee memberships will be the same as the current Transitional Program. In addition, the pilot new transitional program aims to improve its responsiveness to local needs in each EM area. For the new transitional program, the participating TTCs will develop subprograms in addition to the ongoing standardized program. The subprograms will equip EM graduates with the necessary skills to teach in their communities or in disadvantaged areas where instruction materials in local languages are limited, and where parental support for education may be limited. A complementary EM youth leadership orientation program will also be prepared and conducted to develop EM youths’ leadership skills and raise awareness of their future role as potential community leaders. The pilot program will also strengthen the capacity TTCs to take a more active role in rural development as resource institutions. The pilot programs will include (i) bridging academic support, (ii) teaching methods and technique for classroom dynamics with limited instructional materials in the EM lower secondary schools, and (iii) EM youth leadership orientation. The list of the TTCs participating in the pilot transitional program is in Appendix 3. The output of Component B will be assessed by indicators pertaining to the number of EM students supported by the new transitional program, percentage of the beneficiary students who become school teachers in their EM communities after graduation from TTCs, and enhanced awareness and community leadership among EM youth who benefited from the new transitional program. 4. Innovation The Project is considered innovative and distinctive in a number of ways. First, in terms of target identification, compared to other JFPR education projects that addressed the most needy groups of the school age cohort, the proposed Project has identified EM youth in upper secondary schools as the principal beneficiary. EM students in upper secondary schools are relatively advantaged and are expected to become future community leaders and role models.

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Second, the proposed Project aims at support the long-term benefits of the targets, rather than ad hoc assistance to those who belong to the poorest quintile. The Project proposes an innovative approach to generate EM human resources, by supporting future role models who will be able to facilitate self-reliant, community-driven initiatives for their home regions. 5. Sustainability Project activities, including construction of the dormitories and provision of basic facilities to EM boarding schools, will be carried out under the forthcoming loan project for Secondary Education for the Most Disadvantaged Regions (SEMDR). MOET will undertake a comprehensive tracer study to evaluate the impact and effectiveness of the pilot new transitional program following the graduation of the last batch of scholarship students from the TTCs. The lessons learned from the Project will be replicated and scaled up in the new transitional program design under SEMDR. The impact of the Project on poverty reduction among EM groups is expected to be sustained by the JFPR project beneficiaries. Students from the pilot transitional program will return to their communities as qualified teachers and take up an active role in raising awareness for community-driven development initiatives. In remote EM areas where employment opportunities are limited, teachers can be good role models for EM youth, particularly for girls, and can inspire students in lower secondary education to pursue a professional career. In the long term, the Government will have to develop a more sustainable cost-recovery scholarship scheme based on the tracer study of the JFPR transitional program. Under this scheme, the beneficiaries are expected to return the scholarship expenses to the Government once they become teachers, and the scholarship program should be able to support larger numbers of students. 6. Participatory Approach The Project has been designed and will be implemented through a participatory process. Target identification, data collection, and monitoring and evaluation (M&E) will be undertaken by the stakeholders including local government counterparts and beneficiary groups. Information on the Project should be shared by focus groups and target selection should be undertaken in a transparent and equitable manner. To promote participation of EM groups, parents and communities are expected to contribute to the maintenance of the newly constructed dormitories by using direct labor. The proposed JFPR project is designed in line with policy dialogue with the Government and local education authorities in the EM provinces. Target provinces and groups were identified in a consultative manner. Continuous involvement and commitment of the Government is crucial for successful implementation. To ensure effective implementation and mitigate foreseen risks, a participatory mechanism for timely information exchange and collaboration with local governments will be developed. 7. Coordination In Viet Nam’s education sector, the World Bank has been assisting primary education and higher education, while ADB has been the leading donor for secondary education. For targeted assistance to disadvantaged groups, the World Bank has been focusing on disabled children’s access to primary education. ADB has also supported access of EM students to lower and upper secondary education and technical and professional education. UNESCO and

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UNICEF have also provided small-scale assistance to bilingual education for selected EM groups. The proposed program will be built on the Action Plan for Targeted Assistance to the Disadvantaged Groups under SESMP 2006–2010, which was developed by the Secondary Education Donor Advisory Group led by ADB, JICA, and UNESCO, its core members. Ongoing grant projects of JICA and EM literacy programs of UNESCO will be consulted for the design and implementation arrangements of the JFPR Project. 8. Detailed Cost Table Detailed cost estimates are shown in Appendix 4. The cost estimates are based on costs for recent civil works for similar education facilities in the target provinces. The fund flow arrangement is shown in Appendix 5. C. Linkage to ADB Strategy and ADB-Financed Operations 1. Linkage to ADB Strategy The country strategy and program update (CSPU) for Viet Nam 2006–20085 identified key development challenges including (i) sustain high economic growth, (ii) create jobs for new labor market entrants, (iii) reduce inequality through targeted poverty reduction, (iv) support social development by improving education and other social services, and (v) protect environment, and (vi) improve governance. In accordance with the Government’s priority granted to education, ADB has been supporting universalization of secondary education, which directly contributes to poverty reduction and social inclusion. The JFPR Project is built on the CSPU. ADB recently approved the Medium-Term Strategy II 2006–2008 (MTS II).6 To deliver high-quality services to the developing member countries, MTS II has identified selected sectors as ADB’s core operations (group 1). Education is categorized as a Group I sector, and the proposed JFPR for human resource development of EM groups through schooling is in line with ADB’s operational strategies and operational model. Document Document

Number Date of Last Discussion

Objectives

Country Strategy and Program Update for Viet Nam 2006–2008

Sec.M62-05 30 August 2005 Sustainable growth, inclusive social development, good governance, geographic focus, regional cooperation

Medium Term Strategy II 2006–2009

Sec.M26-06 31 March 2006

Country ownership and long-term approach, strategic alliances and partnerships, development effectiveness, and organizational alignment

5 ADB. 2006. Country Strategy and Program: Viet Nam (2007–2010). Manila. 6 ADB. 2006. Medium-Term Strategy II, 2006–2008. Manila.

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2. Linkage to Specific ADB-Financed Operation

Project Name Upper Secondary Education Development Project

Project Number Loan 1979-VIE

Date of Board Approval 17 December 2002

Loan Amount ($) 55 million

Project Name Teacher Training Project

Project Number Loan 1718-VIE

Date of Board Approval 14 December 1999

Loan Amount ($) 25 million

3. Development Objective of the Associated ADB-Financed Operation Under Loan 1718-TTP, the aim of the Project is to produce more teachers for lower secondary schools in 10 of the poorest provinces. This is in response to higher demand created by the success of the primary school program. The Project is also addressing outdated curriculum and teaching methods, antiquated textbooks and manuals, and overcrowded classrooms. Upgraded materials are being provided to college libraries and to impoverished students through a textbook-lending scheme. Three model-training colleges are being developed in three cities under the Project. Significantly, the Project is opening up access to colleges for poor student teachers. Nearly half come from disadvantaged backgrounds, some from ethnic minorities, which currently account for only 8% of enrolments. Ethnic minorities are receiving special encouragement. Those who do reasonably well in a special program are being given scholarships. After being trained, they will return to teach in their communities. Loan 1979-USEDP is helping to expand upper secondary education and strengthen the school curriculum. There are disparities of access between different regions and social groups and gender. To address these, 22 disadvantaged provinces are receiving special programs and facilities, as well as support services for ethnic minorities, females, and very poor students. Special study support programs, including tutorials and vocational orientation, are being developed and provided annually to about 5,000 poor students to help them keep up with their studies and remain at school. Campaigns are being carried out to encourage families to keep girls, especially of ethnic minorities, at school. The Project is also improving access, equity, and participation in upper secondary education in the disadvantaged areas through school construction (including the provision of boarding facilities) and replacement, provision of furniture and equipment, and study support programs for the poor, ethnic minorities, and girls. 4. Main Components of the Associated ADB-Financed Operation (1) Loan 1979-Upper Secondary Education Development Project No. Component Name Brief Description

1. Supporting Conditions for Quality Improvement in Upper Secondary Education

1.1 Improving upper secondary education through development, testing, and dissemination of new curriculums, textbooks, learning materials, teaching methods, and support systems

1.2 Component 1-a: New Curriculum, Textbooks, and Teaching Methodology.

1.3 Component 1-b: Provision of Instructional Materials and Equipment.

1.4 Component 1-c: Quality Assessment Systems and Enhanced Education Leadership

13

2. Improving Access, Equity, and Participation in Upper Secondary Education in Disadvantaged Areas

2.1 Assisting 22 disadvantaged provinces improve access, equity, and participation. Special programs and support services for ethnic minorities, females, and very poor students. Civil works for building new schools and replacing existing classrooms.

2.2 Component 2-a: School Facilities Development 2.3 Component 2-b: Study Support Programs with

Vocational Orientation 2.4 Component 2-c: Information, Education, and

Communication (IEC) Programs 3. Strengthening Management 3.1 Supporting government efforts to identify means to

decentralize education management 3.2 Component 3-a and 3-b: Pilot Initiatives and Special

Programs 3.3 Component 3-c: New Information Technology in School

Management (2) Loan 1719-Teacher Training Project No. Component Name Brief Description

1. Quality Improvement of Pre-service Teacher Training Program for Lower Secondary Education

1.1 Improving the quality of the existing pre-service training program for lower secondary education teachers and its delivery system nationwide.

1.2 (a) Curriculum redesign (b) Instructional materials development (c) Provision of instructional materials (d) Orientation to new curriculum and textbooks (e) Upgrading TTC teachers’ qualifications (f) Support for model and specialized TTCs (g) Reestablishment of an external assessment mechanism

2. Improved Facilities and Access to TTCs in Disadvantaged Provinces

2.1 Ten selected disadvantaged provinces targeted for improving TTC facilities and access selected on the basis of poverty, facilities shortages at teacher training institutions, and regional disadvantages.

2.2 (a) Upgrading TTC facilities in 10 disadvantaged provinces (b) Improving TTC pre-entrance qualification of ethnic minorities in 10 disadvantaged provinces (c) Providing instructional support resources to other provinces

3. Institutional Capacity Building and Project Implementation Support

3.1 Strengthening the capacity of government agencies (MOET, DOETs) and TTCs involved in providing pre-service teacher training for lower secondary education nationwide to enable them to support and sustain the reforms.

3.2 (a) Strengthening management and technical skills (b) Project implementation support

5. Rationale for Grant Funding versus ADB Lending To address educational constraints from which vulnerable groups have suffered, the SESMP has developed the Action Plan for Targeted Assistance to the Disadvantaged Groups. In accordance with the recommendations of the Plan, the Government and ADB have agreed during the country strategy and program (CSP) 2007–2010 on the following interventions: (i) project preparatory TA (PPTA) for Secondary Education for the Most Disadvantaged Regions; and (ii) a

14

JFPR Project for expansion of learning opportunities for EM youth. The objective of the ensuing loan will be to realize universal lower secondary education by 2010 while the proposed JFPR Project plans to foster development of human resources who will have the potential to contribute to development of their own communities. The JFPR Project will also pilot some new initiatives such as development of localized scholarship programs and EM youth leadership orientation program. Findings and lessons from the pilot initiatives will be replicated and scaled up under the ensuing loan project.

The proposed Project will directly contribute to poverty reduction in the EM communities through provision of better learning environment and scholarships which enable EM upper secondary students to enter teacher training colleges to become teachers in their communities. The beneficiaries are the most vulnerable group in the country, and the proposed activities will be designed ensuring sustainability and demonstrable benefits. D. Implementation of the Proposed Grant Implementation arrangements are in Appendix 6 and the organizational chart for the grant implementation is in Appendix 7. Summary terms of reference of the consulting services is shown in Appendix 8.

Name of the Implementing Agency Ministry of Education and Training National Project Implementation Unit, Loan 1979-USEDP

2. Risks Affecting Grant Implementation Viet Nam’s overall public expenditure on education has been increasing at a steady rate since 1995, and has been progressively favoring disadvantaged areas. However, the possible inability or unwillingness of the central Government to share the financial burden for the operation and maintenance of dormitories will be a key project risk. Type of Risk Brief Description Measure to Mitigate the Risk Limited project ownership and sustainability

Local authorities and EM groups might not be actively involved in the project design and implementation.

A participatory approach will be adopted. Regular stakeholders’ meeting and consultations will be conducted during project design and implementation.

Limited capacity of the local education authorities and counterparts for planning and implementation

Selection of target beneficiaries and areas might be delayed. Accurate information for planning may not be available.

Project implementation workshops will be conducted by consultants to strengthen the capacity of provincial PIUs. Close monitoring and consultations will be provided by the national PIU.

Limited impact and expected results of the project activities

Additional rooms in dormitories and/or scholarships might not result in increased enrolment of EM students in TTCs or an increase in trained teachers.

Other sociocultural obstacles of EM students, particularly girls, to access to schooling should be identified. Issues such as early marriage, parents placing a low value on girl’s education, and low-paid teaching jobs in EM areas also need to be addressed.

EM = ethnic minority; PIU = project implementation unit; TTC = teacher training college.

15

3. Incremental ADB Costs

Component Incremental Bank Cost

Amount requested Not Applicable

Justification Not Applicable Type of work to be rendered by ADB Not Applicable

4. Monitoring and Evaluation

Key Performance Indicator Reporting Mechanism Plan and Timetable for Monitoring and Evaluation

(i) 824 EM students will be newly absorbed in the project dormitory facilities.

Questionnaires, periodical progress reports, inspection

Survey on baseline data for selection of dormitories students will be conducted at the beginning of the Project. Upon completion of the construction of the dormitories in 2009, inspections will be scheduled to confirm capacity of the project dormitories and quality of civil works.

(ii) More than 90% of EM students who live in the project dormitories will successfully complete upper secondary schooling

EMIS data analysis and annual progress reports

At the end of each school year, PIU will review the completion rate of beneficiary students.

(iii) Average academic performance of EM students in the project dormitories will be improved

Interview survey with the beneficiary students and analysis of the results of cognitive examination.

At the end of each school year, PIU will conduct the interview survey with the dormitory students and confirm the improved learning environment.

(iv) 220 EM students will benefit from the new transitional program and enter TTCs.

Questionnaires, periodical progress reports, inspection

Survey on baseline data for selection of transitional program students will be conducted at the beginning of the Project.

(v) 90% of the beneficiary students of the new transitional program will become school teachers after graduation from TTCs

EMIS data analysis and annual progress reports

At the end of each school year, PIU will review the number of transitional program beneficiary students who successfully enters TTCs.

(vi) Enhanced awareness and community leadership of beneficiary EM youth of the youth leadership orientation program

Interview survey with the beneficiary students

At the end of each school year, PIU will conduct the interview survey with beneficiary students and confirm the effectiveness of the youth leadership orientation program.

EM = ethnic minority; EMIS = education management information system; PIU = project implementation unit; TTC = teacher training college.

16

5. Estimated Disbursement Schedule

Fiscal Year (FY) Amount ($) FY 2007 200,000 FY 2008 450,000 FY 2009 450,000

FY 2010 400,000 Total Disbursements 1,500,000

----------------------------------------------------------------------------- Appendixes 1. List of the 18 Most Disadvantaged Ethnic Minority Groups 2. Summary Achievement of the Current Transitional Program under L1718-VIE: TTP 3. List of Participating Teacher Training Colleges in New Transitional Program 4. Detailed Cost Estimates 5. Fund Flow Arrangements for Japan Fund for Poverty Reduction Fund 6. Implementation Arrangements 7. Organizational Chart for Project Implementation 8. Outline Terms of Reference

Appendix 1 17

LIST OF THE 18 MOST DISADVANTAGED ETHNIC MINORITY GROUPSa (Proposed Beneficiary Provinces are shown in Bold)

Ethnic Group Population Province

1. Brau 350 Kon Tum

2. O du 370 Nghe An

3. Si La 1,006 Lai Chau

4. Lu 5,553 Lai Chau

5. Ngai 7,386 Bac Giang, Cao Bang, Lang Son, Quang Ninh

6. Ro Mam 418 Kon Tum

7. Pu Peo 900 Ha Giang

8. Cong 1,859 Lai Chau

9. Bo Y 2,059 Ha Giang, Lao Cai

10. Co Lao 2,034 Ha Giang

11. Mang 2,634 Lai Chau

12. Lo Lo 3,327 Cao Bang, Ha Giang, Lang Son

13. Chut 3,787 Quang Binh, Ha Tinh

14. La Ha 6,388 Lao Cai, Son La

15. Pa Then 6,529 Ha Giang, Tuyen Quang

16. La Hu 7,561 Lai Chau

17. Phu La 8,947 Lai Chau, Son La, Ha Giang, Lao Cai

18. La Chi 12,095 Ha Giang, Lao Cai a The Government has issued a decree on small ethnic minority groups whose combined population is less than

15,000 and has promoted various targeted assistance to them. Source: Center for Ethnic Minority Education, Ministry of Education and Training, 2003.

SUMMARY ACHIEVEMENT OF THE CURRENT TRANSITIONAL PROGRAM UNDER LOAN 1718-VIE: TEACHER TRAINING PROJECT

2002–2003 2003–2004 2004–2005 2005–2006 Actual Enrolment Entrance in TTC Actual

Enrolment Entrance in TTC Actual

Enrolment Entrance in TTC Actual

Enrolment Entrance in TTC

No. Province Total Ethnic

Minority Total Ethnic

Minority Total Ethnic

Minority Total Ethnic

Minority Total Ethnic

Minority Total Ethnic

Minority Total Ethnic

Minority Total Ethnic

Minority

1. Binh Dinh 15 9 12 7 19 16 16 13 2. Binh Phuoc 0 0 24 17 20 13 30 24 25 19 25 18 — — 3. Cao Bang 30 30 29 29 30 30 28 28 — — 4. Dak Lak 43 43 40 40 30 30 26 26 20 20 — — 5. Dak Nong 19 13 18 12 30 24 — — 6. Dien Bien 17 16 16 15 30 29 — — 7. Gia Lai 10 10 8 8 24 18 19 13 28 24 — — 8. Ha Giang 30 28 30 28 40 37 40 37 39 30 39 30 60 56 — — 9. Kon Tum 19 19 15 15 30 30 28 28 30 30 — — 10. Lai Chau 9 9 9 9 48 43 35 34 12 12 7 7 15 15 — — 11. Lam Dong 18 15 17 14 20 16 — — 12. Lang Son 30 29 30 29 40 39 40 39 — — 13. Lao Cai 30 30 30 30 45 45 45 45 60 60 55 55 55 55 — — 14. Nghe An 29 28 29 28 30 30 26 26 30 30 — — 15. Quang Nam 16 16 12 12 50 50 48 48 45 40 40 34 70 65 — — 16. Quang Ngai 30 28 29 29 28 28 45 42 — — 17. Soc Trang 30 28 28 49 47 46 44 40 40 40 40 65 64 — — 18. Son La 30 30 27 27 65 65 — — 19. Thanh Hoa 30 28 30 28 40 40 40 40 45 43 45 43 60 50 — — 20. Tra Vinh 28 22 27 22 49 45 42 38 40 35 30 34 50 40 — — 21. Tuyen Quang 39 38 27 27 20 19 20 19 — — 22. Yen Bai 30 27 27 24 40 37 40 37 50 45 — —

TTC = teacher training college. Source: Ministry of Education and Training.

18 Appendix 2

Appendix 3 19

LIST OF PARTICIPATING TEACHER TRAINING COLLEGES IN NEW TRANSITIONAL PROGRAM

1. Binh Dinh Teacher Training College 2. Binh Phuoc Teacher Training College 3. Cao Bang Teacher Training College 4. Dak Lak Teacher Training College 5. Dak Nong Teacher Training College 6. Dien Bien Teacher Training College 7. Gia Lai Teacher Training College 8. Ha Giang Teacher Training College 9. Kon Tum Teacher Training College 10. Lai Chau Teacher Training College 11. Lam Dong Teacher Training College 12. Lang Son Teacher Training College 13. Lao Cai Teacher Training College 14. Nghe An Teacher Training College 15. Quang Nam Teacher Training College 16. Quang Ngai Teacher Training College 17. Soc Trang Teacher Training College 18. Son La Teacher Training College 19. Thanh Hoa Teacher Training College 20. Tra Vinh Teacher Training College 21. Tuyen Quang Teacher Training College 22. Yen Bai Teacher Training College

DETAILED COST ESTIMATES ($)

Costs Contributions

JFPR Code Supplies and Services Rendered Unit Quantity Unit

Cost Per Unit Total $ Amount Method of

Procurement Government Other

Donors Communities

Component A: Enhancing Equitable Access and Internal Efficiency of Upper Secondary Schooling

Subtotal: 722,000 722,000 0 0 0

1.1 Civil Works 1.1.1 Dormitory Lumpsum 103 5,000 515,000 515,000 NCB 1.1.2 Sanitary Facilities Lumpsum 9 1,000 9,000 9,000 NCB 1.2 Dormitory Furniture and Equipment 1.2.1 Ceiling fans (2 fans/room) Unit 206 150 30,900 30,900 NCB 1.2.2 Bunk beds (4 beds/room) Unit 412 140 57,680 57,680 NCB 1.2.3 Public address speakers Unit 1,000 6 6,000 6,000 NCB 1.2.4 Linen cupboards (4 cupboards/room) Unit 412 100 41,200 41,200 NCB 1.2.5 Other equipment for dormitories Lumpsum 1 52,220 52,220 52,220 NCB 1.3 Other Project Inputs 1.3.1 Feasibility study and technical design Lumpsum 1 10,000 10,000 10,000 NCB

Component B: Pilot Localized Scholarship Program and Youth Leadership Orientation

Subtotal: 423,000 423,000 0 0 0

2.1 Training, Workshops, and Seminars 2.1.1 Ethnic minority youth leadership

orientation Program 1 100,000 100,000 100,000

2.1.2 Pilot localized scholarship program Program 1 323,000 323,000 323,000 Component C: Project Management, Monitoring and Evaluation, and Audit Subtotal: 255,000 255,000 0 0 0

3.1 Consulting Services DC 3.1.1 External Audit Unit 4 10,000 40,000 40,000 3.1.2 Consultants

a. International International Grant Coordinator Person-

month 4.5 20,000 90,000 90,000

b. National Education Facility and Equipment

Specialist Person-month

18.5 2,000 37,000 37,000

Scholarship and Youth Leadership Program Specialist

Person-month

12 2,000 24,000 24,000

3.2 Management and Coordination of this Component 3.2.1 International Travel Round-trip 1 5,000 5,000 5,000 3.2.2 Domestic Travel Round-trip 1 4,000 4,000 4,000 3.2.3 Operational Costs (office equipment

and translation) Unit 1 10,000 10,000 10,000 DC

3.2.4 Project Vehicle Unit 1 45,000 45,000 45,000 Components A to C = Subtotal Subtotal: 1,400,000 1,400,000

Contingency (Maximum 10% of total JFPR contribution) 100,000 100,000 Total Grant Costs 1,500,000 1,500,000 0 0 0

DC = direct contracting, NCB = national competitive bidding.

Appendix 4 21

22 Appendix 5

FUND FLOW ARRANGEMENTS FOR JAPAN FUND FOR POVERTY REDUCTION FUNDS 1. The Asian Development Bank (ADB) will channel the Japan Fund For Poverty Reduction (JFPR) funds directly to a JFPR imprest account, which will be opened and maintained by the grant implementation unit (GIU) in Hanoi, at a bank endorsed by the executing agency (EA) and acceptable to ADB, to facilitate day-to-day local expenditures of the JFPR Project. The EA, the Ministry of Education and Training (MOET), and the Ministry of Finance will be kept informed by the GIU about all transactions, and receive copies of all financial statements and audit reports. The JFPR imprest account will be managed by the GIU on the principles of co-signatory arrangement with the MOET. The initial deposit into the JFPR imprest account will be based on the estimated expenditures for the first 6 months or 10% of the grant amount, which ever is lower for day-to-day project implementation during the inception period. The imprest account will be established, managed, replenished, and liquidated in accordance with ADB’s Loan Disbursement Handbook, January 2001. It will replenish funds every 3 to 6 months to the imprest account, based on the replenishment requests from the GIU through the EA and in accordance with ADB’s statement of expenditures procedure. The statement of expenditures procedure will apply for all contracts and transactions under $10,000 to ensure speedy project implementation. Detailed implementation arrangements, such as the flow, replenishment, and administrative procedures will be detailed in the GIM, and be established between ADB and the Government through the JFPR Letter of Agreement. 2. Interest earned on the JFPR imprest account can be used for the Project subject to ADB’s approval, within the approved total amount of JFPR. Any unutilized interest should be returned to the JFPR account maintained at ADB, upon completion of the JFPR Project and before closing of the JFPR account. If the remittance fee and other bank charges are higher than the amount of interest earned, there will be no need to return such interest to JFPR account maintained at ADB. The schematic fund flow for the JFPR Project is shown in Figure A5.

Appendix 5 23

Figure A5: Fund Flow Arrangements

$255,000 $722,000

$423,000

$100,000

Component B: Pilot Localized Scholarship Program and Youth

Leadership Orientation

Consulting Services

Grant Imprest

Account Held at GIU

Component A: Enhancing Equitable

Access and International Efficiency of Upper

Secondary Schooling

Component C: Project Management, M&E, and

Audit

Project Management

M&E Audit

$155,000 $100,000

$1,500,000

Asian Development Bank

GIU = grant implementation unit; M&E = monitoring and evaluation. Source: Asian Development Bank estimates.

Contingency

24 Appendix 6

IMPLEMENTATION ARRANGEMENTS

A. Responsible Agencies for Grant Implementation 1. The Ministry of Education and Training (MOET) will be the Executing Agency. The National Project Implementation Unit (NPIU) for the ongoing Loan 1979-USEDP1 will serve as the Implementing Agency. Provincial departments of education and training (DOETs) in the beneficiary provinces will act as NPIU’s counterparts. The Center for Ethnic Minority Education affiliated with MOET will be a resource agency. B. Procurement 2. All goods and services financed by the Asian Development Bank (ADB) will be procured following ADB’s Procurement Guidelines. Procurement of equipment and furniture will be carried out on the basis of national competitive bidding (NCB). Minor items costing less than $100,000 equivalent may be procured by shopping. C. Civil Works 3. The Project’s civil works will consist of construction of dormitories and sanitary facilities. The estimated unit cost is $5,000 per dormitory and $1,000 per sanitary facility, including design and construction supervision. The civil works are spread over three ethnic minority upper secondary schools in three disadvantaged provinces (Dak Nong, Ha Giang, and Lai Chau). The civil works will be awarded on the basis of NCB. The provincial project implementation units will ensure correct implementation of the civil works. D. Consulting Services 4. Approximately 4.5 person-months of international and 30.5 person-months of national consulting services will be needed for the Project. An international consultant will be needed for grant coordination, and national consultants will be needed for educational facilities and equipment, and scholarship and youth leadership program. All ADB-financed international and national consultants will be selected and engaged by the Government as individuals in accordance with ADB's Guidelines on the Use of Consultants. Consulting service requirements and outline terms of reference for consultants are in Appendix 8.

1 ADB. 2002. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the

Socialist Republic of Viet Nam for the Upper Secondary Education Development Project. Manila.

Appendix 7 25

ORGANIZATIONAL CHART FOR PROJECT IMPLEMENTATION

Asian Development Bank

Viet Nam Resident Mission

MOET: Director, Department of Secondary Education

Steering Committee: MOF, MPI, SBV, OOG, relevant departments

of MOET

Grant Implementation Unit:

Loan 1979-VIE USEDP National Project

Implementation Unit

Consulting Services

JFPR Letter of Agreement

Provincial Project Management Unit

22 Participating Teacher Training Colleges

Government of Viet Nam

3 Beneficiary EM Upper Secondary Boarding

Schools

EM = ethnic minority; JFPR = Japan Fund for Poverty Reduction; MOET = Ministry of Education and Training; MOF = Ministry of Finance; MPI = Ministry of Planning; OOG = Office of the Government; SBV = State Bank of Viet Nam; USEDP = Upper Secondary Education Development Project; VIE = Viet Nam. Source: Asian Development Bank estimates.

26 Appendix 8

OUTLINE TERMS OF REFERENCE A. International Grant Coordinator (4.5 person-months) 1. The consultant should have (i) an understanding of the policy framework and targets for ethnic minority education in Viet Nam, (ii) strong management and analytical skills to design a feasible and quality project, (iii) good communication and coordination skills required for a participatory approach to project design involving local authorities and donor coordination, and (iv) knowledge of operations and activities for ethnic minority groups. As the grant coordinator, the consultant will have overall responsibility for planning and implementing the Japan Fund for Poverty Reduction (JFPR) project. Preparing all the required reports primarily will be the responsibility of the team leader. 2. The consultant will:

(i) develop an overall workplan and a participation strategy with major stakeholders, including the counterparts at the national, provincial, district, and school levels, as well as other donor partners;

(ii) review the past and ongoing assistance of the Asian Development Bank (ADB) and other funding agencies to ethnic minority education and the transitional program in the beneficiary provinces of the JFPR while drawing lessons for preparing a feasible project design and implementation arrangements;

(iii) facilitate and monitor inputs of consultants; (iv) in cooperation with the project steering committee, prepare detailed project

implementation plans, including detailed budgets and activity plans, for each 3-month period of implementation;

(v) arrange technical specifications, supervise tenders, arrange for evaluation, and finalize procurement in accordance with ADB procedures;

(vi) help the implementing agency prepare the procurement plan in accordance with ADB’s Procurement Guidelines;

(vii) assess the financial requirements and capacity of government for providing the necessary hardware and software in ethnic minorities areas;

(viii) identify project implementation skills of authorities in the target provinces; and (ix) facilitate workshops and other training needs under the project.

B. National Consultants 1. Educational Facility and Equipment Specialist (18.5 person-months) 3. The consultant must have (i) experience in designing education facilities and procuring goods and services for civil works in Viet Nam; and (ii) a university degree in civil engineering, architecture, finance, accounting, or another relevant field. Experience with project cost estimation and the education management information system in Viet Nam will be an asset. 4. The consultant will:

(i) assess the adequacy and appropriateness of education materials (both hardware and software) and approaches to service delivery in ethnic minorities areas;

(ii) review the inputs and outputs of civil works components in target regions for past and ongoing ADB-funded projects and identify the constraints and challenges of procurement operations in the disadvantaged regions;

(iii) collect data and analyze cost norms for civil works and equipment procurement and prepare a realistic schedule and cost estimates for design, supervision,

Appendix 8 27

inspection, and maintenance of civil works to be planned under the proposed project;

(iv) review the education management information system data and, based on the latest data and statistics, assess demands for education facilities, including dormitories and sanitation facilities, equipment and furniture, textbooks and other instructional materials;

(v) propose appropriate designs for education facilities in the ethnic minority areas; (vi) assess the estimated civil works costs required for universal access to lower

secondary schools based on the Public Expenditure Review undertaken in preparing the Secondary Education Master Plan 2006–2010 under TA 4603;1

(vii) propose new strategies for establishing participatory and sustainable low-cost dormitory operation and maintenance frameworks for each target region and prepare the manuals for local counterparts;

(viii) plan and organize workshops for civil works and equipment procurement for the local counterparts; and

(ix) provide the Executing Agency and local counterparts with procedures to make an initial environmental examination and summary or environmental impact analysis for prospective school construction-related proposals in accordance with ADB’s Environment Policy2 and Environmental Assessment Guidelines.3

2. Scholarship and Youth Leadership Program Specialist (12 person-months)

5. The specialist should have (i) an in-depth understanding of Viet Nam’s ethnic minority education system for developing scholarships and youth leadership programs, and (ii) experience in education system management and planning. Substantial experience in teacher training, curriculum development and revision, and developing instructional materials in Viet Nam will be a great advantage. 6. The consultant will include:

(i) prepare a time-bound action plan for ethnic minorities and assess the needs for educational inputs for each target province;

(ii) review existing scholarship and youth leadership programs for ethnic minorities and design scholarship and leadership programs that will meet the specific needs of the ethnic minorities;

(iii) assess the needs and potential application of information and computer technology for education in target areas;

(iv) plan and undertake appropriate field work (including small surveys, focus group discussions, and interviews) to identify the cultural, socioeconomic, and physical constraints faced by ethnic minorities in access to education and to elicit the views of ethnic minorities towards education—curriculum development, schooling strategies and design, and community participation in education; and

(v) review government macro policies in general, and education policies in particular, that have influenced the educational attainments of ethnic minorities.

1 ADB. 2005. Technical Assistance to the Viet Nam for Strategic Secondary Education Planning and Cooperation.

Manila. 2 ADB. 2002. Environment Policy. Manila. 3 ADB. 2003. Environmental Assessment Guidelines. Manila.